1. Chapter 7 Hypothesis Testing

2. Chapter 7 Hypothesis Testing
7-1 Overview
7-2 Basics of Hypothesis Testing
7-3 Testing a Claim About a Proportion
7-5 Testing a Claim About a Mean:  Not Known
Testing a Claim About a Standard Deviation or Variance

3. Definition 7-1 Overview Hypothesis
in statistics, is a claim or statement about a property of a population
page 366 of text
Various examples are provided below definition box

4. Definition 7-1 Overview Hypothesis Test
is a standard procedure for testing a claim about a property of a population
page 366 of text
Various examples are provided below definition box

5. Rare Event Rule for Inferential Statistics
If, under a given assumption, the probability of a particular observed event is exceptionally small, we conclude that the assumption is probably not correct.
Example on page of text
Introduce the word ‘significant’ in regard to hypothesis testing.

6. Example: ProCare Industries, Ltd
Example: ProCare Industries, Ltd., once provided a product called “Gender Choice,” which, according to advertising claims, allowed couples to “increase your chances of having a boy up to 85%, a girl up to 80%.” Suppose we conduct an experiment with 100 couples who want to have baby girls, and they all follow the Gender Choice directions in the pink package. For the purpose of testing the claim of an increased likelihood for girls, we will assume that Gender Choice has no effect. Using common sense and no formal statistical methods, what should we conclude about the assumption of no effect from Gender Choice if 100 couples using Gender Choice have 100 babies consisting of a) 52 girls?; b) 97 girls?

7. Example: ProCare Industries, Ltd.: Part a)
a) We normally expect around 50 girls in 100 births. The results of 52 girls is close to 50, so we should not conclude that the Gender Choice product is effective. If the 100 couples used no special method of gender selection, the result of 52 girls could easily occur by chance. The assumption of no effect from Gender Choice appears to be correct. There isn’t sufficient evidence to say that Gender Choice is effective.

8. Example: ProCare Industries, Ltd.: Part b)
b) The result of 97 girls in 100 births is extremely unlikely to occur by chance. We could explain the occurrence of 97 girls in one of two ways: Either an extremely rare event has occurred by chance, or Gender Choice is effective. The extremely low probability of getting 97 girls is strong evidence against the assumption that Gender Choice has no effect. It does appear to be effective.

9. Basics of Hypothesis Testing
7-2
Basics of
Hypothesis Testing

10. 7-2 Section Objectives
Given a claim, identify the null hypothesis, and the alternative hypothesis, and express them both in symbolic form.
Given a claim and sample data, calculate the value of the test statistic.
Given a significance level, identify the critical value(s).
Given a value of the test statistic, identify the P-value.
State the conclusion of a hypothesis test in simple, non-technical terms.
Identify the type I and type II errors that could be made when testing a given claim.
Example on page 368 of text. This is the drawing associated with that example.

11. Example: Let’s again refer to the Gender Choice product that was once distributed by ProCare Industries. ProCare Industries claimed that couple using the pink packages of Gender Choice would have girls at a rate that is greater than 50% or Let’s again consider an experiment whereby 100 couples use Gender Choice in an attempt to have a baby girl; let’s assume that the 100 babies include exactly 52 girls, and let’s formalize some of the analysis. Under normal circumstances the proportion of girls is 0.5, so a claim that Gender Choice is effective can be expressed as p > Using a normal distribution as an approximation to the binomial distribution, we find P(52 or more girls in 100 births) =
continued

12. Example: Let’s again refer to the Gender Choice product that was once distributed by ProCare Industries. ProCare Industries claimed that couple using the pink packages of Gender Choice would have girls at a rate that is greater than 50% or Let’s again consider an experiment whereby 100 couples use Gender Choice in an attempt to have a baby girl; let’s assume that the 100 babies include exactly 52 girls, and let’s formalize some of the analysis. Figure 7-1 shows that with a probability of 0.5, the outcome of 52 girls in 100 births is not unusual.
continued

13. Figure 7-1
We do not reject random chance as a reasonable explanation. We conclude that the proportion of girls born to couples using Gender Choice is not significantly greater than the number that we would expect by random chance.

14. Key Points
Claim: For couples using Gender Choice, the proportion of girls is p > 0.5.
Working assumption: The proportion of girls is p = 0.5 (with no effect from Gender Choice).
The sample resulted in 52 girls among 100 births, so the sample proportion is p = 52/100 = 0.52. ˆ

15. Key Points
Assuming that p = 0.5, we use a normal distribution as an approximation to the binomial distribution to find that P(at least 52 girls in 100 births) =
There are two possible explanation for the result of 52 girls in 100 births: Either a random chance event (with probability ) has occurred, or the proportion of girls born to couples using Gender Choice is greater than 0.5.
There isn’t sufficient evidence to support Gender Choice’s claim.

16. Components of a Formal Hypothesis Test
page 369 of text

17. Null Hypothesis: H0
Statement about value of population parameter that is equal to some claimed value
H0: p = H0:  = H0:  = 15
Test the Null Hypothesis directly
Reject H0 or fail to reject H0
Give examples of different wording for  and Š, such as ‘at least’, ‘at most’, ‘no more than’, etc.

18. Alternative Hypothesis: H1
the statement that the parameter has a value that somehow differs from the null
Must be true if H0 is false
, <, >
Give examples of different ways to word °,< and >, such as ‘is different from’, ‘fewer than’, ‘more than’, etc.

19. H0: Must contain equality H1: Will contain , <, >
Claim: Using math symbols
H0: Must contain equality
H1: Will contain , <, >

20. Note about Identifying H0 and H1
Figure 7-2

21. Note about Forming Your Own Claims (Hypotheses)
If you are conducting a study and want to use a hypothesis test to support your claim, the claim must be worded so that it becomes the alternative hypothesis. This means your claim must be expressed using only , <, >
By examining the flowchart for the Wording of the Final Conclusion, Figure 7-4, page 375, this requirement for support of a statement becomes clear.

22. Test statistic for proportions
The test statistic is a value computed from the sample data, and it is used in making the decision about the rejection of the null hypothesis.
z = p - p  pq n 
Test statistic for proportions

23. Test statistic for mean
The test statistic is a value computed from the sample data, and it is used in making the decision about the rejection of the null hypothesis.
z =
x - µx  n
Test statistic for mean

24. Test statistic for mean
The test statistic is a value computed from the sample data, and it is used in making the decision about the rejection of the null hypothesis.
t =
x - µx
s n
Test statistic for mean

25. Test statistic for standard deviation
The test statistic is a value computed from the sample data, and it is used in making the decision about the rejection of the null hypothesis.
Test statistic for standard deviation
2 =
(n – 1)s2
 2

26. ˆ
Example: A survey of n = 880 randomly selected adult drivers showed that 56%(or p = 0.56) of those respondents admitted to running red lights. Find the value of the test statistic for the claim that the majority of all adult drivers admit to running red lights. (In Section 7-3 we will see that there are assumptions that must be verified. For this example, assume that the required assumptions are satisfied and focus on finding the indicated test statistic.)

27. Solution: The preceding example showed that the given claim results in the following null and alternative hypotheses: H0: p = 0.5 and H1: p > Because we work under the assumption that the null hypothesis is true with p = 0.5, we get the following test statistic: n pq 
z = p – p  =
(0.5)(0.5)
880
= 3.56

28. Interpretation: We know from previous chapters that a z score of 3
Interpretation: We know from previous chapters that a z score of 3.56 is exceptionally large. It appears that in addition to being “more than half,” the sample result of 56% is significantly more than 50%. See Figure 7-3 where we show that the sample proportion of 0.56 (from 56%) does fall within the range of values considered to be significant because they are so far above 0.5 that they are not likely to occur by chance (assuming that the population proportion is p = 0.5).

29. Figure 7-3

30. Critical Region (or Rejection Region)
Set of all values of the test statistic that would cause a rejection of the
null hypothesis
page 372 of text

31. Critical Region
Set of all values of the test statistic that would cause a rejection of the
null hypothesis
Critical
Region

32. Critical Region
Set of all values of the test statistic that would cause a rejection of the
null hypothesis
Critical
Region

33. Critical Region
Set of all values of the test statistic that would cause a rejection of the
null hypothesis
Critical
Regions

34. Significance Level denoted by 
the probability that the test statistic will fall in the critical region when the null hypothesis is actually true.
same  introduced in Section 6-2.
common choices are 0.05, 0.01, and 0.10
This is the same  introduced in Section 6-2, where we defined the degree of confidence for a confidence interval to be the probability 1 - 

35. Critical Value
Any value that separates the critical region (where we reject the null hypothesis) from the values of the test statistic that do not lead to a rejection of the null hypothesis
The critical value separates the curve into areas where one would reject the null (the critical region), and where one would fail to reject the null (the rest of the curve).

36. Critical Value
Any value that separates the critical region (where we reject the null hypothesis) from the values of the test statistic that do not lead to a rejection of the null hypothesis
The critical value separates the curve into areas where one would reject the null (the critical region), and where one would fail to reject the null (the rest of the curve).
Critical Value
( z score )

37. Critical Value
Any value that separates the critical region (where we reject the null hypothesis) from the values of the test statistic that do not lead to a rejection of the null hypothesis
Reject H0
Fail to reject H0
The critical value separates the curve into areas where one would reject the null (the critical region), and where one would fail to reject the null (the rest of the curve).
Critical Value
( z score )

38. Two-tailed, Right-tailed, Left-tailed Tests
The tails in a distribution are the extreme regions bounded
by critical values.
page 373 of text

39.  is divided equally between the two tails of the critical
Two-tailed Test
H0: =
H1: 
 is divided equally between
the two tails of the critical
region
Means less than or greater than
Values that differ significantly from H0

40. Right-tailed Test H0: = H1: > Points Right Values that
differ significantly
from Ho

41. Left-tailed Test H0: = H1: < Points Left Values that
differ significantly
from Ho

42. P-Value
The P-value (or p-value or probability value) is the probability of getting a value of the test statistic that is at least as extreme as the one representing the sample data, assuming that the null hypothesis is true. The null hypothesis is rejected if the P-value is very small, such as 0.05 or less.

43. Example: Finding P-values
Figure 7-6

44. Conclusions in Hypothesis Testing
always test the null hypothesis
1. Reject the H0
2. Fail to reject the H0
page 374 of text.
Examples at bottom of page and top of page 375

45. Decision Criterion Traditional method:
Reject H0 if the test statistic falls within the critical region.
Fail to reject H0 if the test statistic does not fall within the critical region.

46. Decision Criterion P-value method:
Reject H0 if P-value   (where  is the significance level, such as 0.05).
Fail to reject H0 if P-value > .

47. Decision Criterion Another option:
Instead of using a significance level such as 0.05, simply identify the P-value and leave the decision to the reader.

48. Decision Criterion Confidence Intervals:
Because a confidence interval estimate of a population parameter contains the likely values of that parameter, reject a claim that the population parameter has a value that is not included in the confidence interval.

49. Wording the Final Conclusion

50. Wording of Final Conclusion
Figure 7-7

51. Accept versus Fail to Reject
Some texts use “accept the null hypothesis”…this is BAD
We are not proving the null hypothesis
Sample evidence is not strong enough to warrant rejection (such as not enough evidence to convict a suspect)
page 374 of text
The term ‘accept’ is somewhat misleading, implying incorrectly that the null has been proven. The phrase ‘fail to reject’ represents the result more correctly.

52. Type I Error
A Type I error is the mistake of rejecting the null hypothesis when it is true.
The symbol (alpha) is used to represent the probability of a type I error.
Example on page 375 of text

53. Type II Error
A Type II error is the mistake of failing to reject the null hypothesis when it is false.
The symbol  (beta) is used to represent the probability of a type II error.

55. Controlling Type I and Type II Errors
For any fixed , an increase in the sample size n will cause a decrease in 
For any fixed sample size n , a decrease in  will cause an increase in . Conversely, an increase in  will cause a decrease in  .
To decrease both  and , increase the sample size.
page 377 in text

56. Comprehensive Hypothesis Test

57. Comprehensive Hypothesis Test